IMPROVING THE 9TH GRADE STUDENTS’ VOCABULAR MASTERY BY USING FLASCARDS (AT SMP TERPADU MADINATUL ULUM 2 IN 2024/2025 ACADEMIC YEAR)

fransisco, wilian (2025) IMPROVING THE 9TH GRADE STUDENTS’ VOCABULAR MASTERY BY USING FLASCARDS (AT SMP TERPADU MADINATUL ULUM 2 IN 2024/2025 ACADEMIC YEAR). Undergraduate thesis, UIN KH Achmad Siddiq Jember.

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Abstract

Keywords: Media flashcards, vocabulary mastery.

Vocabulary is an important aspect of language, because vocabulary appears in every language skill including listening, speaking, reading, and writing. Based on the results of interviews with English teachers at SMP Terpadu Madinatul Ulum 2, most students have difficulty learning English because they do not master vocabulary, students cannot pronounce words correctly and fluently. The media in the classroom is inadequate because it is located in an Islamic boarding school. While students are enthusiastic in learning if the media used by the teacher is interesting. There are many ways to improve students' vocabulary, and in research the researcher used flashcard media.
The research question of this research was “How can flashcards improve vocabulary mastery at the eight grade of SMP Terpadu Madinatul Ulum 2 ?”The research objective of this study is to find out whether flashcards can improve students' vocabulary mastery in the 9th grade of SMP Terpadu Madinatul Ulum 2.
This research used the collaborative Classroom Action Research (CAR) method. The participants of this study were 9th grade students of SMP Terpadu Madinatul Ulum 2, consisting of 22 students. This research was conducted in one cycle, which consisted of planning, implementation, observation and reflection. The data collection techniques used in this study were test, observation and interviews. This study used content validity, which involved English teachers. The minimum score determined by the researcher to achieve the success criteria was 75 equal to or higher than 60% of the total students in the study.
The results of this study indicate that students were able to pronounce words more accurately and fluently following the implementation of learning strategies in Cycle 1, which consisted of three meetings. The implementation of flashcards in Cycle 1, which consisted of three meetings, showed a positive impact on students’ pronunciation, memory, and ability to use vocabulary in both speaking and writing activities. During the first two meetings, students were introduced to the material, practiced pronunciation, and presented memorized vocabulary. A post-test conducted in the third meeting revealed an increase in the average student score to 60%, indicating notable progress despite not reaching the predetermined success criteria. Based on these findings, it can be concluded that flashcards are an effective instructional medium, particularly in resource-limited educational settings such as pesantren-based schools.

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